SF/0045 - ENVIRONMENTAL EDUCATION AND DIDACTICS OF NATURAL SCIENCES
Academic Year 2018/2019
Free text for the University
GIANLUIGI BACCHETTA (Tit.)
MARIA SILVIA PINNA
- Teaching style
- Lingua Insegnamento
|[30/46] PRIMARY TEACHER EDUCATION||[46/00 - Ord. 2011] PERCORSO COMUNE||9||70|
The course aims to provide students with experience and consolidate the theoretical basis related to the teaching of natural sciences, in particular to environmental education, and the scientific and technical dissemination of ecological disciplines, through lectures, a critical analysis of the texts and a detailed study of the suggested readings.
Knowledge and understanding:
Knowledge of the theoretical basis related to the teaching of natural sciences, and in particular to environmental education and the scientific dissemination of ecological disciplines.
Knowledge of biotic and abiotic processes; knowledge and ability to understand both the processes and mechanisms interacting between organisms and between organisms and environment, with particular attention to anthropic influences.
The expected results will be achieved through the lectures and the personal study students will carry out using the didactic material, suggested or directly provided by the teacher (e.g. texts and scientific articles).
Learning will develop through the participation in lectures and the visits to museums, the research workshops the field excursions and the individual study.
The achieved results will be assessed either through an oral test or through a presentation on a selected topic among the ones provided in the programme.
Applying knowledge and understanding:
Ability to recognize and classify the biotic and abiotic components of the environment; ability to analyse scientific data and the ecosystem as a whole; ability to show interdisciplinary competences on the environment and on the nature and the teaching methods of natural sciences and environmental education.
These skills will be developed through the lectures, the visits to museums and the laboratories.
Working at lesson, taking part in seminars and visiting museums will allow students to identify the required knowledge and skills for the interpretation of environmental sciences and for the analysis of scientific data, by developing ethical attitudes towards the environment and the nature; it will also contribute to the problematization of educational phenomena.
Strategies for making judgments will be developed at lesson and assessed during the exam where the ability to expand and integrate the knowledge acquired during the course will be evaluated.
Ability to communicate and transfer competences about the concepts and didactics of natural sciences and environmental education.
Ability to acquire skills by using learning strategies and to find the main sources for collecting data and information, autonomously updating knowledge and competence in the future didactic activity.
Students will have basic cultural requirements allowing to understand topics related to the natural sciences and the environmental education. Knowledge of basic natural sciences, with regard to the understanding of a specific language in the field of Environmental Education and the teaching of Natural Sciences.
1- Basic Concepts and definition of natural sciences;
2- History and development of natural sciences;
3- Teaching natural sciences in Europe, Italy and Sardinia;
4- Education towards science:
a. the complexity in scientific constructions;
b. the contribution from the historical-epistemological reflection;
c. the pupil as the subject of knowledge;
5- Changes in basic environmental education:
a. environmental education and learning models;
b. from the behaviourist to the cognitive view;
c. general and scientific knowledge: similarities and differences;
d. interactions between general knowledge and science;
6- Cognitive theories in environmental education;
a. cognitive models;
b. knowledge as construction and mediation;
c. guidelines for educational research;
7- Materials and methods for the analysis of scientific data;
8- Teaching methods for natural sciences and environmental education: a comparison;
9- In situ and ex situ conservation - Visit to the Sardinian Germplasm Bank (BG-SAR).
The Laboratory of Natural and Environmental Sciences will include the following:
Visit to the Hortus Botanicus Karalitanus
Field excursion in the areas of natural interest in Cagliari ("Capo S. Elia-Sella del Diavolo" promontory)
Visit to the Zoological Museum in the University of Cagliari
Field excursion in the areas of natural interest in Cagliari ("Molentargius-Saline" Regional Nature Park).
The course will take place during the 1st semester of the fourth year. It includes lectures characterized by PowerPoint presentations, seminars and visits to museums (60 hours 8 ECTS credits) + 1 ECTS credit (10 hours) of lab activities.
Verification of learning
Assessment will consist of an oral test where students will have to show their knowledge on the topics dealt with during the course, their synthesis and, consequentially, their expository skills together with the specificity of the language.
The Lab proficiency will be awarded to students attending no less than 80% of the course.
The final score will be given out of 30/30 considering the following factors:
1. quality of knowledge, abilities, possessed and / or shown skills:
a) appropriateness, accuracy and congruity of knowledge;
b) appropriateness, accuracy and congruity of expertise;
c) appropriateness, accuracy and congruity of skills.
2. Expressive Modes:
a) Expressive skills;
b) proper use of the language peculiar to the learning issue;
c) consequentiality and logical capacity in linking contents;
d) ability to connect different topics by finding common grounds and establishing a coherent overall design, that is taking care of the structure, organization and logical connections in the expository speech;
e) synthesis skills.
3. Relational quality:
Availability to exchange and interact with the teacher during the interview.
4. Personal qualities:
a) critical thinking;
b) self-assessment skills.
The final score will be awarded as follows:
a) Insufficient (less than 18/30)
The candidate is unable to show the basic notions about the topics addressed in the course, with poor expressive capacities, insufficient to keep a coherent dialogue, poor synthesis skills and lack of interaction with the teacher during the interview.
b) Sufficient (from 18 to 20/30): The candidate shows a poor acquisition of theoretical knowledge, a superficial level of preparation, with many gaps in it. Modest communicative abilities, logical capacity and consequentiality at an elementary level; basic ability of critical thinking; poor synthesis skills and lack of interaction with the teacher during the interview.
c) Moderate (21 to 23/30):
The candidate shows a moderate acquisition of knowledge but lack of detailed study, a few gaps in it; more than sufficient expressive abilities to hold a consistent dialogue; acceptable mastery of the scientific language; logical ability and consequentiality in fitting moderatly complex arguments; more than sufficient synthesis skills.
d Good (24 to 26/30):
The candidate shows a wide knowledge, a moderately detailed study, with few gaps; satisfactory expressive skill and a significant mastery of the scientific language; dialogic skills and well detectable scientific jargon; good synthesis skills.
e) Outstanding (27 to 29/30):
The candidate shows a very extensive knowledge and a high level of detailed study, with marginal gaps; a remarkable ability in communicating with an appropriate scientific language; a remarkable dialogic ability good skills and relevant aptitude for logical synthesis; high synthesis skills.
f) Excellent (30/30):
The candidate shows a very extensive and deep knowledge, some irrelevant gaps; high expressive ability and mastery of the scientific language; excellent dialogic ability, remarkable predisposition to connect different subjects; excellent synthesis skills.
Distinction is awarded to candidates showing a thorough preparation and an appropriate use of the specific jargon.
Aquilini E., 1999 – Il ruolo del linguaggio nel passaggio dai concetti di senso comune ai concetti scientifici. Insegnare, 11-12: 34-37.
Basosi D. & Lachina L., 2000 – L’insegnamento della biologia nella scuola dell’obbligo. Insegnare, 9: 43-46.
Brown H., 1984 – La nuova filosofia della scienza. Laterza, Bari.
Cavallini G., 1995 – La formazione dei concetti scientifici. La Nuova Italia, Firenze.
Driver R., 1988 – L’allievo come scienziato? Zanichelli, Bologna.
Ferrari C., 2001 – Biodiversità dall’analisi alla gestione. Zanichelli Editore, Bologna.
Geymonat L. & Giorello G., 1986 – Le ragioni della scienza. Laterza, Bari.
Grimellini Tomasini N. & Segrè G., 1991 – Conoscenze scientifiche: le rappresentazioni mentali negli studenti. La Nuova Italia, Firenze.
Helmes D.H., 1990 – Laboratorio di Biologia. Zanichelli, Bologna.
Longo C., 1998 – Didattica della Biologia. La Nuova Italia, Firenze.
Padoa Schioppa E., 2015 - Metodi e strumenti per l'insegnamento e l'apprendimento della biologia. Edises, Napoli.
Pontecorvo C., Ajello A.M. & Zucchermaglio C., 1991 – Discutendo si impara. La Nuova Italia, Firenze.
Primack R.B., 2003 – Conservazione della natura. Zanichelli editore, Bologna.
Santovito G., 2015 – Insegnare la biologia ai bambini. Carocci Editore, Roma.
Primack R.B., 2003 – Conservazione della natura. Zanichelli editore, Bologna.
Tinbergen N., 1998 – Naturalisti curiosi, l’affascinante mondo degli animali. Rizzoli, Milano.
Trinchero M., 1970 – La logica della scoperta scientifica. Einaudi, Torino.
Wilson E.O., 2009 – La diversità della vita. Bur, Milano.
The program refers to the academic year 2018-19.
Students with special needs may benefit from a Disabled Office
(http://people.unica.it/disabilita/) that certifies their difficulties in order to arrange individualized programs and exams.
The teacher will meet students daily, by phone appointment (tel. 070-6753508) at the Botanical Gardens (V.le Sant'Ignazio da Laconi, 11-13).